A PROJECT REPORT

ON

TRAINING & DEVELOPMENT

SUBMITTED TOWARDS PARTIAL FULFILMENT
FOR THE AWARD OF THE DIPLOMA IN HR

SUBMITTED BY
ANKITA MALHOTRA
HR0105/0048/S17

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 ACKNOWLEDGEMENT

I am very thankful to TATA INSTITITE OF SOCIAL SCIENCES, SCHOOL OF VOCA-

TIONAL EDUCATION for providing me the opportunity to conduct my project report on
“TRAINING AND DEVELOPMENT”.

It is Also my privilege to be a part of APAR INDIA who encouraged and helped me by

clearining my doubts throughout the course.

I would also like to thank all the faculty members including Tr. Dipankar Das for their sup-
port and guidance.

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 DECLARATION

I, ANKITA MALHOTRA, declare that this project entitled “TRAINING AND DEVEELOP-
MENT” IS A BONA FIDE file record of work done by me during my research project.

I further declare to the best of my knowledge and believe the Project Report does not contain
any part/work which has been submitted for the award of any degree/diploma/certificate in
this University or any other university.

Date: 25-11-2018

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 TABLE OF CONTENT
S.No. Topic Page No.
1. CHAPTER 1: INTRODUCTION 5
2. IMPORTANCE OF TRAINING & DEVELOPMENT 8
3. TRAINING & DEVELOPMENT PROCESS 13
4. DESIGNING AND CONDUCTING TRAINING AND DEVELOP- 17
MENT PRO-GRAMMES
5. TRAINING PHILOSOPHY 25
6. EVALUATION OF TRAINING AND DEVELOPMENT PRO- 28
GRAMME
7. TRENDS IN TRAINING AND DEVELOPMENT 31
8. MAJOR CHALLENGES FACED BY HR 34
9. CHAPTER- 2: RESEARCH METHODOLOGY 36
10. CHAPTER 3: DATA ANALYSIS AND FINDINGS 38
11. CHAPTER 4: RECOMMENDATIONS & CONCLUSIONS 43
12. BIBLIOGRAPHY 44

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 INTRODUCTION

WHAT IS TRAINING AND DEVELOPMENT?

Training and development can be described as "an educational process which involves the
sharpening of skills, concepts, changing of attitude and gaining more knowledge to enhance
the performance of employees".

SCOPE OF STUDY
An organization can have the greatest business model in the world and the best systems,
but if its people can't handle the growth, its doomed. If the organisation isn’t investing in
training and development, then it should think about all the organisations that are being ad-
mired as models for doing business right. They do business right because they have got not
only good training programmes, but training is a part of their culture. Thus, If the organiza-
tion wants breathe some life into its operations, then it should start by investing in its people:
by training and developing them.

Training constitutes an integral part of human resource management as depicted below:

Availability of training aids in recruitment of best employees and their selection may reduce
training needs. Training results in the achievement of performance objectives,
which is a basis for assessing training needs and results. Also, training provides a basis for
determining employee's compensation.

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Training and Development is a systematic and planned attempt to increase knowledge and
skill or to change choice behaviour via formal instruction and learning.

Training is a highly useful tool which can bring an employee into a position where he can do
his job correctly, effectively and conscientiously:

A) Correctly, in that he can apply whatever he has been taught.

B) Effectively, in that he may be in a position where he can
perform to the expected standards
C) Conscientiously, in that the behaviour of the trainers can bring the trainees to the po-
sition where they can put their maximum efforts at the right time.

Training addresses short-term performance concerns whereas development is oriented to-

wards broadening an employee' sklls and competences for the füture responsibilities.
Thus, a difference between training and Development has traditionally existed. However,
training is becoming more complex and hence increasingly, these options are being combined
so as to suit organization and individual's needs. Training being narrowly focused can
achieve intermediate goals of the organization, however development being broad concept
can help organizations to achieve ultimate objectives.
Organizations today are less hierarchical and employs qualified and talented people.
Therefore, today training and development goes hand in hand.

LIMITS OF STUDY:

Training involves certain issues as noted below:

1. Identification of training needs and the setting of training objectives is pivotal to the suc-
cess of any training programme. Training objective is a description of what an employee
should be able to do after training that he could not do before. A training objective should be
explicit, observable, and level of proficiency specific.
2. identification and selection of right training and development methods is key to its
effectiveness.

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NEED FOR STUDY
In this competitive world, where nothing is static, every day an innovation comes into the
market. This made the organization to be dynamic in their business process and keep on im-
plementing the changes so that they will be competitive in the market. But how can you be
competitive and win in the market? It’s your employees, who will help you to be competitive
in the market. The business owner or HR manager must needs be active and look out for the
various strategies which help the organization to grow in the future.
Training and Development makes a demonstrable difference in the ability to meet the
new competitive standards, Its impact can be measured at several levels - the econ
the organization and the employ ce. The US companics that have made significant
ivestments in their human resources have enjoyed increased economic success. Therefore,
training and development is essential to cope up with and even surpass the challenges
osed by the environment so that organization can remain competiti and stayvs
business. Traning and Development programmes are needed for organizations of all sizes,
all types, all levels and at all areas as depicted below:

The success of the organization of the employee training and development strategy is to put
into place an enhanced
training and development programme that will enable all employees to effectively carry out
the mission and objectives of the organization. Training an Development can provide agility
to an organization by providing required or forecasted knowledge, skills, attitudes, behaviour
and competencies which will help in satisfying the needs of customers,shareholders and em-
ployees as depicted below:

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Therefore, training and development of employees/human resources is essentially an
organizational strategy embracing many issues that fall into six categories: essential
competencies, career development and professional growth, learning opportunities
partnerships, monitoring and evaluation, and funding.
AIM OF TRAINING
The main aim of training is to help the organization achieve its objectives by adding
value to its key assets - the human resources. Training means investing in human resources
to enable them to perform better and to empower them to make the best use of their
natural abilities. Training and development can be initiated for a variety of reasons for an
employee or group of employees. The main aims of training are:

1. To improve performance on the job for enhanced contribution to organizational goals and
objectives.
2. To "benchmark" the status of improvement with regard to a performance improvement ef-
fort.
5. To facilitate overall professional development of employees for increased job satisfaction
and productivity
4. To assist organizations in succession planning to help an employee be eligible for a
planned change in role in the organization.
5. To "pilot", or test, the operation of a new performance management system.
6. To develop organization specific skills and competencies, which is otherwise scarcely
or not at all available in the human resource market

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TYPES/CONTENTS OF TRAINING
Training may be organisation specific as well as general depending on the needs of the organ-
isation, job and the employees.
However, following are some common training programmes:

1. Communications Training
The increasing diversity of today’s workforce brings a wide variety of languages
and customs. This requires initiation of communications training for effective
communications in the organisation.

2. Computer Skills Training

Computer skils are becoming a necessity for conducting administrative, shopfloor
and office tasks. Therefore, computer training helps employees and organizations
to take advantage of computer technology.

3. Customer Service Training

Increased competition in today's global marketplace makes it critical that employ-
ees understand and meet the needs of customers.

4. Diversity Training
Diversity training usually includes explanation about how people have different
perspectives and views, and includes techniques to value diversity. This is most
relevant for expatriate employees/managers who work for multi national corpora-
tions and their families

5. Ethics Training
Today's society has increasing expectations about corporate social responsibility.
Also, today's diverse workforce brings a wide variety of values and morals to the
workplace.Ethics training helps managers and employees to adhere to the ethical
norms of the organization and helps improve corporate image. 'Ethical' business is
'good' business.

6. Human Relations Training

The increased stresses of today's workplace can include misunderstandings and
conflict.Training can facilitate people to get along well in the workplace.

7. Quality Training
Initiatives such as Total Quality Management, Quality Circles, benchmarking,
etc., require basic training about quality concepts, guidelines and standards for
quality, etc. quality is the hallmark of doing business successfully.

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 8. Safety Training
Safe working is necessary to prevent accident- unplanned and unintended loss of
men,money and morale. Safety training is critical where working with heavy
equipment, hazardous chemicals, repetitive activities, etc, but can also be useful
with practical advice for avoiding assaults, etc.

9. Sexual Harassment Prevention Training

Given increasing number of women joining the workforce, it is important to con-
duct sexual harassment prevention training. Such training usually includes careful
description of the organization's policies and certified standing orders about sex-
ual harassment, especially about what are inappropriate behaviours.

PURPOSE OF TRAINING

The major purposes of training are enlisted below:

1. Training facilitates achievement of organization's business objectives and mis-

sion.
2 Training programmes are derived from the organization objectives and specific
job requirements.
3 Training programmes, contents and delivery methods reflect the organizational
needs are developed with participative input from management, supervisors, and
employees.
5. Training Addresses both occupational skill requirements and the academic or
foundational knowledge, skills, and behaviours that underlie them.
6. Training supports broadening of employee's skills and empowering them.

BENEFITS OF TRAINING

General Benefits from employee training and development are numerous. The
benefits include:
1. Increased job satisfaction and morale among employees.
2. Increased employee motivation.
3. Increased efficiencies in processes, resulting in financial gain and competitive-
ness
4. Increased capacity to adopt new technologies and methods
5. Increased innovation in strategies and products.
6. Reduced employee turnover and absenteeism.

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 PRINCIPLES OF TRAINING

The major principles of training are:

1. Principle of Goal Setting

Training should be based on specific needs and objectives of the organization as

well as employees. Determination of goals pertaining to development of skills,
knowledge and behaviour helps in improving organizational performance.

2. Principle of Individuality

The learning needs and styles of each employee are different from another
every employee. Trainees respond differently to the same training. This is due to
factors such as the individual's state of training, employee characteristics, their
personal commitment and their level of maturity. Therefore, conditions and oppor-
tunities must be created so that every employee learn specific job skills and
competencies at their pace and natural abilities.

3. Principle of Practice

Employees must be accorded opportunity to practice what they have learnt in

training programme so that training can be transferred to workplace effectively
and results in performance improvement.

4. Principle of Feedback

Employees/trainees needs to be given non-critical feedback so as to reinforce what

they have learnt in the training for effective skill transfer to the job. No matter
how successful training is in meeting objectives, its effect will decline with time if
reinforcement is not provided in the workplace on a regular and consistent basis.

5. Principle of Meaningfulness

Training should focus on job relevant skills, knowledge and information. This
helps in achieving objectives of training.

6. Principle of Overload

Training should not provide so many details to employees/trainees that it over-

loads the employee/trainee resulting in loss of learning retention. This is crucial
for the effectiveness of training programmes.

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 7. Principle of Specificity

Training must be specific to the needs of individual employees and jobs. What is
relevant for a particular job as per job description should be focused. Specificity
helps in attaining the training and learning objectives with ease.

8. Principle of Adaptation

Training programmes must be adapted for specific individual employees or group

of employees keeping in view their competence, personal profile, job require-
ments and job conditions.

9. Principle of Progression

Training should be imparted in a progressive manner from simple to difficult part

in a rationale and logical flow. It must address the basic skill requirements in the
beginning and gradually move to more complex skills and competency require-
ments.

10. Principle of Reversibility

The adaptations that take place as a result of training are all reversible. Adapta-
tions to endure training can be lost more quickly than it takes to achieve them.

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 TRAINING AND DEVELOPMENT PROCESS

TRAINING AND DEVELOPMENT PROCESS

Training and development is a continuous process as the skills, knowledge and quality of
work needs constant improvement. Since businesses are changing rapidly, it is critical that
companies focus on training their employees after constantly monitoring them & developing
their overall personality.

Steps for training and development processes are:

1. Determine the need of training and development for individuals or teams

2. Establish specific objectives & goals which need to be achieved

3. Select the methods of training

4. Conduct and implement the programs for employees

5. Evaluate the output and performance post the training and development sessions.

6. Keep monitoring and evaluating the performances and again see if more training is re-
quired.

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SYSTEMS MODEL OF TRAINING AND DEVELOPMENT

System model is a model of the actual way in which a system works. Systems model of tran-
ing and development refers to the actual sequence of activities in which training and develop-
ment functions in an organisation.

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Identification of Training and development needs is a systematic study of a problem or in-
novation, incorporating data and opinions from varied sources, in order to make effective de-
cisions or recommendations about what should happen next.

Designing of Training and Development Programmes is a systematic process of identifica-

tion of learning and instructional objectives, development of course contents and involving
trainees

Conduction of Training and Development Programmes is a systematic process of devel-

opment of training and development objectives, procedures and methods for effective imple-
mentation.

Evaluation of Training and Development Programmes is a systematic process of measur-

ing results and comparing results to pre-determined criteria for measuring the effectiveness of
the training and development programmes.

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 PROCESS OF IDENTIFICATION OF TRAINING AND DEVELOPMENT NEEDS:

Organisation Needs Assessment: is an examination of the environment, strategies and re-

sources of the organisation to determine where training and development emphasis should be
placed. It is fundamentally a process of aligning training and development objectives to the
business objectives and mission of the organisation. Organisational analysis prevents training
from being seen as an isolated activity.

Task Needs Assessment: is a process of determining the content of training and development
programmes based on the study of the tasks and duties involved in a job.

Employee Needs Assessment: is the determining of the specific individuals who need train-
ing based on developmental needs of the employee. It involve systematic diagnosis of each
employees strength and weaknesses to determine specific skills or knowledge needed.

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 DESIGNING AND CONDUCTING TRAINING AND DEVELOPMENT PRO-
GRAMMES

TYPES OF TRAINING METHODS

Training Methods: On Job Training and off the Job Training Methods!

A large variety of methods of training are used in business. Even within one organization dif-
ferent methods are used for training different people. All the methods are divided into two
classifications for:

A. On-The-Job Training Methods:

1. Coaching

2. Mentoring

3. Job Rotation

4. Job Instruction Technology

5. Apprenticeship

6. Understudy

B. Off-The-Job Training Methods:

1. Lectures and Conferences

2. Vestibule Training

3. Simulation Exercises

4. Sensitivity Training

5. Transactional Training

A. ON-THE-JOB TRAINING METHODS:

Under these methods new or inexperienced employees learn through observing peers or man-
agers performing the job and trying to imitate their behaviour. These methods do not cost
much and are less disruptive as employees are always on the job, training is given on the
same machines and experience would be on already approved standards, and above all the
trainee is learning while earning. Some of the commonly used methods are:

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1. COACHING:

Coaching is a one-to-one training. It helps in quickly identifying the weak areas and tries to
focus on them. It also offers the benefit of transferring theory learning to practice. The big-
gest problem is that it perpetrates the existing practices and styles. In India most of the
scooter mechanics are trained only through this method.

2. MENTORING:

The focus in this training is on the development of attitude. It is used for managerial employ-
ees. Mentoring is always done by a senior inside person. It is also one-to- one interaction, like
coaching.

3. JOB ROTATION:

It is the process of training employees by rotating them through a series of related jobs. Rota-
tion not only makes a person well acquainted with different jobs, but it also alleviates bore-
dom and allows to develop rapport with a number of people. Rotation must be logical.

4. JOB INSTRUCTIONAL TECHNIQUE (JIT):

It is a Step by step (structured) on the job training method in which a suitable trainer (a) pre-
pares a trainee with an overview of the job, its purpose, and the results desired, (b) demon-
strates the task or the skill to the trainee, (c) allows the trainee to show the demonstration on
his or her own, and (d) follows up to provide feedback and help. The trainees are presented
the learning material in written or by learning machines through a series called ‘frames’. This
method is a valuable tool for all educators (teachers and trainers). It helps us:

a. To deliver step-by-step instruction

b. To know when the learner has learned

c. To be due diligent (in many work-place environments)

5. APPRENTICESHIP:

Apprenticeship is a system of training a new generation of practitioners of a skill. This

method of training is in vogue in those trades, crafts and technical fields in which a long pe-
riod is required for gaining proficiency. The trainees serve as apprentices to experts for long
periods. They have to work in direct association with and also under the direct supervision of
their masters.

The object of such training is to make the trainees all-round craftsmen. It is an expensive
method of training. Also, there is no guarantee that the trained worker will continue to work
in the same organisation after securing training. The apprentices are paid remuneration ac-
cording the apprenticeship agreements.

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6. UNDERSTUDY:

In this method, a superior gives training to a subordinate as his understudy like an assistant to
a manager or director (in a film). The subordinate learns through experience and observation
by participating in handling day to day problems. Basic purpose is to prepare subordinate for
assuming the full responsibilities and duties.

B. OFF-THE-JOB TRAINING METHODS:

Off-the-job training methods are conducted in separate from the job environment, study ma-
terial is supplied, there is full concentration on learning rather than performing, and there is
freedom of expression. Important methods include:

1. LECTURES AND CONFERENCES:

Lectures and conferences are the traditional and direct method of instruction. Every training
programme starts with lecture and conference. It’s a verbal presentation for a large audience.
However, the lectures have to be motivating and creating interest among trainees. The
speaker must have considerable depth in the subject. In the colleges and universities, lectures
and seminars are the most common methods used for training.

2. VESTIBULE TRAINING:

Vestibule Training is a term for near-the-job training, as it offers access to something new
(learning). In vestibule training, the workers are trained in a prototype environment on spe-
cific jobs in a special part of the plant.

An attempt is made to create working condition similar to the actual workshop conditions.
After training workers in such condition, the trained workers may be put on similar jobs in
the actual workshop.

This enables the workers to secure training in the best methods to work and to get rid of ini-
tial nervousness. During the Second World War II, this method was used to train a large num-
ber of workers in a short period of time. It may also be used as a preliminary to on-the job
training. Duration ranges from few days to few weeks. It prevents trainees to commit costly
mistakes on the actual machines.

3. SIMULATION EXERCISES:

Simulation is any artificial environment exactly similar to the actual situation. There are four
basic simulation techniques used for imparting training: management games, case study, role
playing, and in-basket training.

(a) MANAGEMENT GAMES:

Properly designed games help to ingrain thinking habits, analytical, logical and reasoning ca-
pabilities, importance of team work, time management, to make decisions lacking complete

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information, communication and leadership capabilities. Use of management games can en-
courage novel, innovative mechanisms for coping with stress.

Management games orient a candidate with practical applicability of the subject. These
games help to appreciate management concepts in a practical way. Different games are used
for training general managers and the middle management and functional heads – executive
Games and functional heads.

(b) CASE STUDY:

Case studies are complex examples which give an insight into the context of a problem as
well as illustrating the main point. Case Studies are trainee centered activities based on topics
that demonstrate theoretical concepts in an applied setting.

A case study allows the application of theoretical concepts to be demonstrated, thus bridging
the gap between theory and practice, encourage active learning, provides an opportunity for
the development of key skills such as communication, group working and problem solving,
and increases the trainees” enjoyment of the topic and hence their desire to learn.

(c) ROLE PLAYING:

Each trainee takes the role of a person affected by an issue and studies the impacts of the is-
sues on human life and/or the effects of human activities on the world around us from the
perspective of that person.

It emphasizes the “real- world” side of science and challenges students to deal with complex
problems with no single “right” answer and to use a variety of skills beyond those employed
in a typical research project.

In particular, role-playing presents the student a valuable opportunity to learn not just the
course content, but other perspectives on it. The steps involved in role playing include defin-
ing objectives, choose context & roles, introducing the exercise, trainee preparation/research,
the role-play, concluding discussion, and assessment. Types of role play may be multiple role
play, single role play, role rotation, and spontaneous role play.

(d) IN-BASKET TRAINING:

In-basket exercise, also known as in-tray training, consists of a set of business papers which
may include e-mail SMSs, reports, memos, and other items. Now the trainer is asked to prior-
itise the decisions to be made immediately and the ones that can be delayed.

4. SENSITIVITY TRAINING:

Sensitivity training is also known as laboratory or T-group training. This training is about
making people understand about themselves and others reasonably, which is done by devel-
oping in them social sensitivity and behavioral flexibility. It is ability of an individual to
sense what others feel and think from their own point of view.

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It reveals information about his or her own personal qualities, concerns, emotional issues, and
things that he or she has in common with other members of the group. It is the ability to be-
have suitably in light of understanding.

A group’s trainer refrains from acting as a group leader or lecturer, attempting instead to clar-
ify the group processes using incidents as examples to clarify general points or provide feed-
back. The group action, overall, is the goal as well as the process.

Sensitivity training Program comprises three steps

5. TRANSACTIONAL ANALYSIS:

It provides trainees with a realistic and useful method for analyzing and understanding the be-
havior of others. In every social interaction, there is a motivation provided by one person and
a reaction to that motivation given by another person.

This motivation reaction relationship between two persons is known as a transaction. Trans-
actional analysis can be done by the ego (system of feelings accompanied by a related set of
behaviors states of an individual).

Child:

It is a collection of recordings in the brain of an individual of behaviors, attitudes, and im-

pulses which come to him/her naturally from his/her own understanding as a child. The char-
acteristics of this ego are to be spontaneous, intense, unconfident, reliant, probing, anxious,
etc. Verbal clues that a person is operating from its child state are the use of words like “I
guess”, “I suppose”, etc. and non verbal clues like, giggling, coyness, silent, attention seeking
etc.

Parent:

It is a collection of recordings in the brain of an individual of behaviors, attitudes, and im-

pulses imposed on her in her childhood from various sources such as, social, parents, friends,
etc.

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The characteristics of this ego are to be overprotective, isolated, rigid, bossy, etc. Verbal
clues that a person is operating from its parent states are the use of words like, always,
should, never, etc and non-verbal clues such as, raising eyebrows, pointing an accusing finger
at somebody, etc.

Adult:

It is a collection of reality testing, rational behaviour, decision making, etc. A person in this
ego state verifies, updates the reaction which she has received from the other two states. It is
a shift from the taught and felt concepts to tested concepts.

All of us show behaviour from one ego state which is responded to by the other person from
any of these three states.

COMPUTER-BASED TRAINING (CBT(

Computer-based training is becoming increasingly prevalent as technology becomes more

widespread and easy to use. Though traditional forms of training are not likely to be replaced
completely by technological solutions, they will most likely be enhanced by them. Human in-
teraction will always remain a key component of workplace training.

Nonetheless, it is a good idea to look more closely at what training technologies have to offer
and how they might be used to supplement existing training programs or used when develop-
ing new ones. Computer-based training formats vary from the simplest text-only programs to
highly sophisticated multimedia programs to virtual reality. Consider the following types:

 Text-only. The simplest computer-based training programs offer self-paced training

in a text-only format. These programs are similar to print-based, individualized train-
ing modules with the addition, in most cases, of interactive features. While simple in
format, these programs can be highly effective and present complicated information
and concepts in a comprehensible and easily accessible way.
 CD-ROM. A wide variety of off-the-shelf training programs covering a broad range
of workplace topics are available on CD-ROM. Programs can also be created by train-
ing consultants for the specific needs of the particular organization or individual de-
partments.
 Multimedia. These training materials are an advanced form of computer-based train-
ing. They are much more sophisticated than the original text-only programs. In addi-
tion to text, they provide stimulating graphics, audio, animation, and/or video. Multi-
media tends to be more provocative and challenging and, therefore, more stimulating
to the adult mind. Although costs are higher than text-only software, the benefits in

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 terms of employee learning may well be worth it. Multimedia training materials are
typically found in DVD format.
 Virtual reality. Virtual reality is three-dimensional and interactive, immersing the
trainee in a learning experience. Most virtual reality training programs take the form
of simulation, which is a highly effective form of training. It is hands-on experience
without the risks of actual performance. Flight simulators, for example, have been
used successfully for years to train airline and military pilots in critical flying skills,
as well as to prepare them for emergency situations in a safe and forgiving environ-
ment.

Advantages

 Computer-based training programs are easy to use.

 They can often be customized or custom designed.
 They are good for helping employees develop and practice new skills.
 They are useful for refresher training. They are applicable to self-directed learning.
 They can be cost-effective because the same equipment and program can be used by
large numbers of employees.
 They are flexible because trainees can learn at their own pace and at a time that’s con-
venient for them. Computer-based programs are available 24 hours a day, 7 days a
week. No matter which shift an employee works, training is always available.

Disadvantages

 These programs require trainees to be computer literate.

 They require trainees to have computer access.
 There is little or no interaction with a trainer; if trainees have questions, there’s no one
to ask.
 These programs are not effective at teaching “soft-skills,” such as customer service,
sales, or sensitivity training.

ONLINE OR E-LEARNING

In addition to computer-based training, many companies with employees in a variety of loca-

tions across the country are relying on other technologies to deliver training. This method is
becoming more and more popular as access to the Web becomes more widely available.
Some examples include:

 Web-Based Training. This method puts computer-based training modules onto the
Web, which companies can then make available to their employees either on the com-
pany’s intranet or on a section of the vendor’s website that is set up for your com-
pany. There are many courses available on the Internet in many different topic areas.
These courses provide a hands-on, interactive way for employees to work through
training presentations that are similar to CD-ROM or PowerPoint, on their own.
Training materials are standardized because all trainees will use the same program.
Materials are also easy to update, so your training is always in step with your indus-
try. Web-based training programs are also often linked with software (a learning man-
agement system, or LMS) that makes trainees’ progress trackable, which makes
recordkeeping very easy for the training administrator.

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  Tele- Or Videoconferencing. These methods allow the trainer to be in one location
and trainees to be scattered in several locations. Participants are networked into the
central location and can usually ask questions of the trainer via the telephone or by a
webchat feature. Lectures and demonstrations can be effective using this method.
 Audioconferencing. This method is similar to videoconferencing but involves audio
only. Participants dial in at the scheduled meeting time and hear speakers present their
training. Question and answer sessions are frequently held at the end of sessions in
which participants can email questions or call in and talk to a presenter.
 Web Meetings, Or Webinars. This method contains audio and visual components.
Participants dial in to receive live audio training and also follow visual material that
appears on their computer screens. These presentations are similar to CD-ROM or
PowerPoint presentations and sometimes offer minimal online interactivity. Q & A
sessions may also be held at the end of sessions.
 Online Colleges And Universities. This method is also known as distance learning,
and many schools now offer certificates or degrees through online programs that re-
quire only minimal on-campus residency.
 Collaborative Document Preparation. This method requires participants to be
linked on the same network. It can be used with coaches and trainees to teach writing
reports and technical documents.
 E-Mail. You can use e-mail to promote or enhance training. Send reminders for up-
coming training. Solicit follow-up questions for trainers and/or managers. Conduct
training evaluations through e-mail forms.

Advantages

 Online or e-learning programs are effective for training across multiple locations.
 They save the company money on travel expenses.
 They can be a less expensive way to get training from expert industry professionals
and consultants from outside the company.
 They are useful for refresher training.
 They are good for self-directed learning.

Disadvantages

 These programs require trainees to be computer literate.

 They are usually generic and not customized to your company’s needs.
 Some employees may not like the impersonal nature of this training.
 Employees may be too intimidated by the technology or the remoteness of the trainer
to ask questions.

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 TRAINING PHILOSOPHY

The business environment is changing as it responds to advances in technology, increased

emphasis on results, and rising expectations of quality, cost and service
metamorphosing to meet the demands of the changing environment and is looking for more
opportunities for professional development, becoming more diverse, and expecting more
flexibility and support in the workplace. Increased awareness of the supreme value of human
capital and the challenges associated with competency building and the need to develop the
capacity and expertise of the current workforce has persuaded organizations to develop train-
ing philosophy.

As business environment is becoming increasingly competitive, complex and highly unpre-

dictable, organisations are embarking on recruiting, managing, and retaining the best people
to meet their objectives and mission, which is critical need for survival and sustenance.To
this end, it becomes increasingly important to ensure that their employees have the skills nec-
essary to meet these challenges. Training provides a tool for employees to develop the char-
acteristics and competencies essential to the new leadership culture in the today's organiza-
tions.

The main areas in which such a philosophy should be developed are the following

Training philosophy should: take a long-term view of what skills, knowledge and
levels of competence employees of the organization needs.

Relevance: Training must be relevant to identify appropriate training and development

needs

Problem-Based: Training should be problem-based in the sense that it should be planned

to fill the gaps between what employees can do and what they need to do, now and in the
future

Action-Orientated: Training philosophy should stress that training exists to get employees
into action, and to ensure that they can do things they are doing now better, or will be
able to do things that they could not do before.

Performance-Related Training: A performance-related training philosophy involves

training specifically to performance and competence requirements.

Continuous Development: Learning is a continuous process and, therefore, a policy of

continuous development should be pursued

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CHARACTERISTICS OF TRAINEES

1. Require learning to be relevant.

2. Are highly motivated if they believe learning is relevant.

3. Need participation and active involvement in the learning process.

4. Desire a variety of learning experiences

5. Desire positive feedback.

6. Have personal concerns and need an atmosphere of safety

7. Need to be recognized as individuals with unique backgrounds, experiences and

learning needs.
 Must maintain their self -esteem.
 Have high expectations for themselves and their trainer
 Have personal needs that must be taken into consideration.

8. Involving Participants
 Allowing participants to provide input regarding schedules, activities and other
events
 Questioning and feedback
 Brainstorming and discussions
 Hands-on work
 Group and individual projects
 Classroom activities.

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IMPORTANCE OF TRAINER

The effective transfer of training depends a lot on the trainer because it is the trainer only
who can remove the mental block of trainee, motivate the trainee to learn, delete the negative
perception of the trainee regarding the training. Besides all that, a lot depends on personality
of trainer also.

The major competencies that are required to be present in a trainer are:

 Presentation Skills
 Business Skills i.e. budgeting, time management, negotiation, etc.
 Content Development i.e. material production, graphics, layouts, etc
 Self development i.e. interpersonal skills, good listening skills, flexible, accepting the
share of accountability, etc

ROLE OF A TRAINER

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 EVALUATION OF TRAINING AND DEVELOPMENT PROGRAMME

The process of examining a training program is called training evaluation. Train-

ing evaluation checks whether training has had the desired effect. Training evalua-
tion ensures that whether candidates are able to implement their learning in their
respective workplaces, or to the regular work routines

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PROCESS OF EVALUATING TRAINING PROGRAMS

Development
of Evaluation
criteria

Pretest
Feedback
Training

Monitor
Evaluation
Training

The training program should be evaluated to prepare a comprehensive training program. It is a

continuous process which has the following steps:

1.Development Of Evaluation Criteria

For a successful evaluation of training programs, an effective evaluation criterion has to be
developed. The evaluation criterion serves as a standard for measuring training effectiveness.
They can be in terms of reaction, learning, behavior and result.
2. Pre-Test Trainees
This is a mechanism arranged before implementing the training program as to find out the
behavioral reactions of the trainees. Once the criterion is developed, a pretest is conducted in
order to find out the existing level of knowledge, interpersonal skill and abilities of the partic-
ipants.
3. Monitor Training
This is concerned with the process of monitoring the training programs while implementing
the programs for providing knowledge and behavioral skills to the trainees. It is performed to
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identify whether the training program has been implemented properly or not. This also helps
to know the sufficiency of training programs.
4. Evaluation
Evaluation is concerned with the final assessment of result obtained from the implementation
of training program. It is conducted after the completion of training activities in order to find
out their response about training programs.
5. Feedback
Feedback refers to a mechanism which provides information on an overall position of training
program. The feedback mechanism helps HR experts to know about the success or failure of
the training. This also provides a guideline for the future determination of training needs.

TECHNIQUE OF TRAINING AND DEVELOPMENT EVALUATION

The various methods of training evaluation are:

 Observation
 Questionnaire
 Interview
 Self diaries
 Self recording of specific incidents

The gaps are examined and their reasons found so that future programs can be structured ac-
cordingly.

IMPORTANCE OF EVALUATING TRAINING EFFECTIVENESS

Evaluating training effectiveness is important because it sheds light on four aspects. They in-
clude:

 How well the training program met the learner’s needs and objectives
 What knowledge and skills it has imparted to learners
 What desirable change it has brought in the learners’ performance
 What organizational benefits it has yielded

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 TRENDS IN TRAINING AND DEVELOPMENT

Seven Learning And Development Trends To Adopt In 2019

It’s the time of year for human resources professionals to look back on employee perfor-
mance and begin planning their training needs for 2019. To any business, human capital is its
greatest asset and the biggest key to achieving business goals. How can you better prepare
your teams to perform in a highly competitive environment? Through training.

Learning and technology walk hand in hand. As high-tech innovations accelerate, so does the
opportunity to create better corporate training programs and delivery methods. As the presi-
dent and CEO of one of the largest learning and development providers in the United States, I
have learned that organizations need personalized training that incorporates cutting-edge
technology, supports professional development and encourages employee engagement. More
than ever, training is effectively providing skills that match the way we learn in a high-tech
world. Here are seven of the top training trends you should pay attention to in 2019.

1. C-Suite And HR Work Together Better To Align Goals.

The biggest mistake I see that keeps an organization’s learning and development efforts from
reaching their full potential is a lack of planning and commitment from the C-suite. Leaders
who don’t plan exactly what they want their training to accomplish are wasting resources. In
a learning culture, management and HR work together to define the values, processes and
practices that employees, departments and the organization can use to increase their perfor-
mance and competencies. The knowledge and skills acquired and applied by employees is
shared freely in a learning culture, creating a sustainable and adaptable organization.

2. Develop Competencies For Future Organizational Goals.

To maintain the continued health of your company, management must target employees who
can take over future leadership roles. For current employees, immediately begin training on
leadership development, communication and problem-solving skills. If they aren’t already,
HR can target job candidates with leadership potential in all their talent acquisition efforts.
Management can help develop future leaders and managers as soon as new employees enter
the door by providing mentors and helping them build professional networks. Improving your
leadership development program helps you build teams that are agile and capable of evolving
with the times.

3. Emphasize Communication Skills.

As organizations become more diverse and broaden their reach, company leaders see the
value in developing their employees’ soft skills, such as emotional intelligence, collaboration
and negotiation. In fact, more than 90% of respondents to a 2016 Deloitte survey rated soft
skills a “critical priority.” They also indicated that soft skills can foster employee retention,
improve leadership and build a meaningful culture.

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However, there is widespread concern among recruiters that the soft skills gap is widening
with the technologically savvy but soft-skill-poor Gen Z employees entering the workforce.
Learning and development personnel can overcome this challenge by offering soft skills
training to employees and encouraging them to refine their social skills. An introduction to
soft skills training may include holding brainstorm sessions where employees list the possible
uses for various soft skills or helping them role play to discover different situational out-
comes.

4. Increase The Gamification Of Training.

There is a misunderstanding about gamification and training programs in the real world. Un-
witting business owners will scoff at the notion of gamification because they believe it means
turning their training programs into video games. Understandably, they feel that their critical
and potentially life-saving OSHA-compliance training should not be equivalent to Donkey
Kong. What they don’t realize is that gamification is simply a process of building a progres-
sive reward system into training that imitates modern video games.

Badges, points, leaderboards and community involvement incentivize the online training ex-
perience for even the most jaded learner. Learners who lack the passion and drive to partici-
pate can use these tools as a springboard until their core motivation kicks in.

5. View Training As An Employee Benefit And Bait For Talent Acquisition.

Training can be a key differentiator between companies competing for talent. Employees
want to work for organizations that provide personal and professional development, and they
consider it a deciding factor when looking for new employment or determining if they should
stay with their current employer. Learning and development plays a critical role in engaging
— and retaining — employees. Leverage your training as an employee incentive, and add it
to your existing benefits package alongside retirement and health and wellness options.

6. Weigh Learner-Centric Against Content-Oriented Training.

Training in the past that focused solely on content was “one size fits all,” which made it diffi-
cult to engage with the learner. Today, we must zero in on the learner, including his or her
experience, work environment, performance and technological fluency, to create a training
program. Any effective training program is one developed for the individual and offers social
activities to share their experiences.

As you train, think of your employees as consumers. They are used to getting 500,000 results
per search on Google, YouTube automatically playing related videos based on what they’ve
just watched, and Netflix suggesting content matches based on viewing pattern algorithms.
For the learning consumer, training clips on your YouTube channel, a classroom training ses-
sion, a MOOC (massive online open course) or a post shared on Facebook Workplace are ele-
ments that can be turned into learning content.

7. Digital And Mobile Content And Delivery Are More Critical Than Ever.

According to a 2018 study by LinkedIn, the biggest challenge for talent development is get-
ting employees to make time for learning. Employees would agree that they don’t have the
time to take away from their primary jobs to get the training. Delivering your training on

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multiple platforms, such as classroom, mobile and on-demand, can help eliminate the time
crunch for busy employees.

These seven learning and development trends provide a good indication of where the training
industry is heading. It is about personalization, ongoing support and making the most of to-
day's cutting-edge technologies. It also gives your employees the incentives and social inter-
actions they need to actively engage.

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 MAJOR CHALLENGES FACED BY HR

Following Are 10 Of Today’s Most Common Challenges Faced By Human Resources

1 Compliance With Laws And Regulation

Keeping up with changing employment laws is a struggle for business owners. Many choose
to ignore employment laws, believing they don’t apply to their business. But doing so could
mean audits, lawsuits, and possibly even the demise of your company.
2 Management Changes
As a business grows, its strategies, structure, and internal processes grow with it. Some em-
ployees have a hard time coping with these changes. A lot of companies experience de-
creased productivity and morale during periods of change.
3 Leadership Development
A recent study showed more than a third of companies are doing an average job, at best, at
implementing leadership development programs. Thirty-six percent of companies surveyed in
Brandon Hall Group’s State of Leadership Development Study admitted that their leadership
development practices are below average.
4 Workforce Training And Development
Investing in the training and development of lower-level employees is another common HR
problem. Some businesses have trouble finding the resources to do so. Employees on the
front lines are some of your hardest workers, and may not have the time to take a training
course.
5 Adapting To Innovation
Technology is constantly changing. Businesses must be quick to adapt, or risk being left in
the dust by their competitors. The challenge for small business owners is getting employees
to embrace innovation and learn new technology.
6 Compensation
Many companies are struggling with how best to structure employee compensation. Small
businesses have to compete not only with businesses of a similar size, but also with corpora-
tions with big payroll budgets. Plus, you have to factor in the cost of benefits, training, taxes,
and other expenses, which can range from 1.5 to 3 times the employee’s salary.
7 Understanding Benefits Packages
The Affordable Care Act has been a pain point for many small businesses in the past few
years. Rising healthcare costs mean companies must either pass these costs on to employees,
or take a hit to their bottom line. Since good benefits packages can be a deciding factor for
potential hires, understanding them is key
8 Recruiting Talented Employees
Attracting talent is a huge investment of time and money. It’s difficult for entrepreneurs to
balance between keeping a business running, and hiring the right people at the right time. In
addition, it’s impossible to know whether a candidate will actually be a good fit until they’ve
worked for you for a period of time.
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9 Retaining Talented Employees
Competition for talented employees is fierce. Startups and small companies don’t have big
budgets for retirement plans, expensive insurance plans, and other costly items that their
larger competitors do—at least, not yet. Employee turnover is expensive and can negatively
impact business growth.
10 Workplace Diversity
Multiple generations. Ethnic and cultural differences. These are just a few of the many factors
that make workplace diversity a continual challenge for small businesses. The risk of lawsuits
for failing to protect employees from harassment is real.

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 CHAPTER- 2 RESEARCH METHODOLOGY

RESEARCH
Research is considered as the manipulation of things, concepts or symbols for the purpose of
generalizing to extend, correct or verify knowledge, whether the knowledge aids in construc-
tion of theory or in the practice of an art. It is a systematized effort to gain knowledge.
Research is considered to be more objective, methodical. well-determined scientific process
of investigation. Through research, a decision maker can quickly get a summary of current
scenario, which improves his information base for making sound decisions affecting future
operations of organisation. It is useful to accelerate the decision making power and it alone
can make possible the identification of the determinants.
RESEARCH METHOLOGY

It is a process used to collect information and data for the purpose of making business deci-
sions. The methodology may include publication research, interviews, surveys and other re-
search techniques, and could include both present and historical information.

The data needed for the study is collected from the employees, through questionnaire, analy-
sis and interpretation has been done using qualitative tools and data presented through pie
chart and

RESEARCH DESIGN

The study was based on survey method post a training conducted in organisation. The aim of
the study is to find satisfaction level of employees and find the effectiveness of training and
development session conducted.

PERIOD OF STUDY

The study was conducted during a period of 8 hours

SAMPLE SIZE

The sample size of the study is 16 trainees.

PRIMARY DATA

In this study data was collected through questionnaire. The questionnaire was administered to
16 trainees of RELIANCE HOME FINANCE.

SECONDARY DATA

Secondary data for the study was collected from internet, books.

QUESTIONNAIRE

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It this study each trainee attending the training was asked to answer a questionnaire consist-
ing of fifteen questions including thirteen multiple choice based questions.

TOOLS USED FOR ANALYSIS

Percentage analysis

GRAPHICAL REPRESENTATION OF DATA

Pie Chart

LIMITATIONS OF THE STUDY

1. This data is subject to prejudice and biasness hence data cannot be said to be
100% accurate.
2. The Period of study was too short.
3. Sample size represents only a small size of the firm.
4. Productivity change cannot be determined based on this data.

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 CHAPTER 3 DATA ANALYSIS AND FINDINGS

How relevant was the training program to

your work

Rating 3 Rating 3
6%
Rating 5 Rating 4
Rating 4
50%
44%
Rating 5

WAS THE TIME TAKEN FOR EACH TOPIC

ENOUGH TO HELP YOU UNDERSTAND THE
SUBJECT MATTER COVERED
Rating 4
25%

Rating 5
75%

FINDINGS AND INTERPRETATION:

94% of trainees think that training program was relevant to their daily work giving Rating be-
tween 4 and 5.
More than 50% of Sales department think that time taken for each topic was enough to under-
stand the subject matter covered giving Rating 5, which constitute 75% of trainees Rating.

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 Has the training program covered all the
topics, expected by you

Rating 4
44%
Rating 5
56%

Rating 4 Rating 5

WERE ALL YOUR QUERIES COMPLETELY

RESOLVED BY THE TRAINER
Rating 4
12%

Rating 5
88%

FINDINGS AND INTERPRETATION:

Most Trainees think that training program covered all the topics expected and their queries
were completely resolved.

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 Did the training program give you the
required knowledge of the topic
Rating 3
7%
Rating 4
33%
Rating 5
60%

Rating 3 Rating 4

DID THE TRAINER HAVE THE CLEAR

CONCEPTUAL UNDERSTANDING AND
COMPLETE KNOWLEDGE OF THE SUBJECT
MATTER COVERED
Rating 4
22%

Rating 5
78%

FINDINGS AND INTERPRETATION:

62% of trainees think that not only training program gave the required knowledge but the
trainer had clear understanding and knowledge of subject matter covered.

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 HOW WILL YOU RATE THE
COMMUNICATIONS SKILLS OF THE TRAINER
Rating 4
7%

Rating 5
93%

Have your expectations from the training

program, fulfilled
Rating 4
41%
Rating 5
59%

Rating 4 Rating 5

FINDINGS AND INTERPRETATION:

Only 7 trainees think that their expectation where fulfilled from the training program, giving
Rating 5.
93% think the communication skills of trainer were Excellent.

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 Did you get a clear knowledge on the
subjects covered

Rating 4
19%

Rating 5
81%

Rating 4 Rating 5

DID YOU FIND THE TRAINER TO BE

INTERACTIVE AND APPROACHABLE
Rating 4
8%

Rating 5
92%

FINDINGS AND INTERPRETATION:

75% of trainees think that the training program gave excellent knowledge on the sub-
jects covered and the trainer was approachable and interactive

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 CHAPTER-4 RECOMMENDATIONS & CONCLUSIONS

1.Training and Development is an expensive and costly affair for any organisation,
hence it is important to reduce absentism.
2. It is important not just for the Trainer but also the organisation to encourage learn-
ing culture in day to day routine.
3. Make training a continuous process. Don't limit your training to new employees,
and try to bring in as many workers as you can who would benefit from additional training.
4. Track the results of training and development. A training program won't be effec-
tive unless you monitor its progress. Choose a metric, such as productivity or profit, to help
determine the return on investment for your training efforts and establish concrete results.
5. Include management. Bringing managers and company leaders on board with the
new training initiative is a vital way to build support for the effort.

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 BIBLIOGRAPHY

BOOKS

1. Human Resource Development, Theory & Practice, Ane Student Edition by

Tapomoy Deb- 2015
2. Training And Development, Concepts & Applications, Ane Student Edition by
Tapomoy Deb- 2006

WEBLIOGRAPHY
atlasstaffing.net/blog/10-todays-common-human-resource-challenges
forbes.com/sites/forbeshumanresourcescouncil/2018/09/24/seven-learning-and-
development-trends-to-adopt-in-2019/#166e5e6104b0
corehr.wordpress.com/training/training-evaluation/
blog.commlabindia.com/elearning-design/training-evaluation
accountlearning.blogspot.com/2013/03/process-of-evaluating-training-programs.html
trainingtoday.blr.com/article/most-effective-training-techniques/

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